Nicole M. McNeil, Ph.D. - Publications

Affiliations: 
Psychology University of Notre Dame, Notre Dame, IN, United States 

38 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2018 Hornburg CB, Wang L, McNeil NM. Comparing Meta-analysis and Individual Person Data Analysis Using Raw Data on Children's Understanding of Equivalence. Child Development. PMID 29574694 DOI: 10.1111/cdev.13058  1
2017 McNeil NM, Hornburg CB, Devlin BL, Carrazza C, McKeever MO. Consequences of Individual Differences in Children's Formal Understanding of Mathematical Equivalence. Child Development. PMID 28902386 DOI: 10.1111/cdev.12948  1
2017 Alibali MW, Crooks NM, McNeil NM. Perceptual support promotes strategy generation: Evidence from equation solving. The British Journal of Developmental Psychology. PMID 28857223 DOI: 10.1111/bjdp.12203  1
2017 Hornburg CB, Rieber ML, McNeil NM. An integrative data analysis of gender differences in children's understanding of mathematical equivalence. Journal of Experimental Child Psychology. PMID 28705552 DOI: 10.1016/j.jecp.2017.06.002  1
2016 Fuhs MW, Hornburg CB, McNeil NM. Specific Early Number Skills Mediate the Association Between Executive Functioning Skills and Mathematics Achievement. Developmental Psychology. PMID 27337509 DOI: 10.1037/dev0000145  1
2015 Fyfe ER, McNeil NM, Rittle-Johnson B. Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task. Child Development. 86: 927-35. PMID 25571776 DOI: 10.1111/cdev.12331  1
2015 McNeil NM, Fyfe ER, Dunwiddie AE. Arithmetic practice can be modified to promote understanding of mathematical equivalence Journal of Educational Psychology. 107: 423-436. DOI: 10.1037/a0037687  1
2015 Byrd CE, McNeil NM, Chesney DL, Matthews PG. A specific misconception of the equal sign acts as a barrier to children's learning of early algebra Learning and Individual Differences. 38: 61-67. DOI: 10.1016/j.lindif.2015.01.001  1
2015 Fyfe ER, McNeil NM, Borjas S. Benefits of "concreteness fading" for children's mathematics understanding Learning and Instruction. 35: 104-120. DOI: 10.1016/j.learninstruc.2014.10.004  1
2014 Chesney DL, McNeil NM. Activation of operational thinking during arithmetic practice hinders learning and transfer Journal of Problem Solving. 7: 24-35. DOI: 10.7771/1932-6246.1165  1
2014 Mcneil NM. A change-resistance account of children's difficulties understanding mathematical equivalence Child Development Perspectives. 8: 42-47. DOI: 10.1111/cdep.12062  1
2014 Chesney DL, McNeil NM, Matthews PG, Byrd CE, Petersen LA, Wheeler MC, Fyfe ER, Dunwiddie AE. Organization matters: Mental organization of addition knowledge relates to understanding math equivalence in symbolic form Cognitive Development. 30: 30-46. DOI: 10.1016/j.cogdev.2014.01.001  1
2014 Fyfe ER, McNeil NM, Son JY, Goldstone RL. Concreteness Fading in Mathematics and Science Instruction: A Systematic Review Educational Psychology Review. 26: 9-25. DOI: 10.1007/s10648-014-9249-3  1
2013 Chesney DL, McNeil NM, Brockmole JR, Kelley K. An eye for relations: eye-tracking indicates long-term negative effects of operational thinking on understanding of math equivalence. Memory & Cognition. 41: 1079-95. PMID 23532591 DOI: 10.3758/s13421-013-0315-8  1
2013 Fuhs MW, McNeil NM. ANS acuity and mathematics ability in preschoolers from low-income homes: contributions of inhibitory control. Developmental Science. 16: 136-48. PMID 23278935 DOI: 10.1111/desc.12013  1
2013 Petersen LA, McNeil NM. Effects of perceptually rich manipulatives on preschoolers' counting performance: established knowledge counts. Child Development. 84: 1020-33. PMID 23240867 DOI: 10.1111/cdev.12028  1
2012 McNeil NM, Chesney DL, Matthews PG, Fyfe ER, Petersen LA, Dunwiddie AE, Wheeler MC. It pays to be organized: Organizing arithmetic practice around equivalent values facilitates understanding of math equivalence Journal of Educational Psychology. 104: 1109-1121. DOI: 10.1037/a0028997  1
2012 McNeil NM, Fyfe ER. " Concreteness fading" promotes transfer of mathematical knowledge Learning and Instruction. 22: 440-448. DOI: 10.1016/j.learninstruc.2012.05.001  1
2011 McNeil NM, Fyfe ER, Petersen LA, Dunwiddie AE, Brletic-Shipley H. Benefits of practicing 4 = 2 + 2: nontraditional problem formats facilitate children's understanding of mathematical equivalence. Child Development. 82: 1620-33. PMID 21793817 DOI: 10.1111/j.1467-8624.2011.01622.x  1
2011 McNeil NM, Fuhs MW, Keultjes MC, Gibson MH. Influences of problem format and SES on preschoolers' understanding of approximate addition Cognitive Development. 26: 57-71. DOI: 10.1016/j.cogdev.2010.08.010  1
2010 McNeil NM, Rittle-Johnson B, Hattikudur S, Petersen LA. Continuity in representation between children and adults: Arithmetic knowledge hinders undergraduates' algebraic problem solving Journal of Cognition and Development. 11: 437-457. DOI: 10.1080/15248372.2010.516421  1
2010 McNeil NM, Weinberg A, Hattikudur S, Stephens AC, Asquith P, Knuth EJ, Alibali MW. A is for Apple: Mnemonic Symbols Hinder the Interpretation of Algebraic Expressions Journal of Educational Psychology. 102: 625-634. DOI: 10.1037/a0019105  1
2009 Haeffel GJ, Thiessen ED, Campbell MW, Kaschak MP, McNeil NM. Theory, not cultural context, will advance American psychology. The American Psychologist. 64: 570-1; author reply . PMID 19739896 DOI: 10.1037/a0016191  1
2009 Brown MC, McNeil NM, Glenberg AM. Using concreteness in education: Real problems, potential solutions Child Development Perspectives. 3: 160-164. DOI: 10.1111/j.1750-8606.2009.00098.x  1
2009 McNeil NM, Uttal DH. Rethinking the use of concrete materials in learning: Perspectives from development and education Child Development Perspectives. 3: 137-139. DOI: 10.1111/j.1750-8606.2009.00093.x  1
2009 McNeil NM, Uttal DH, Jarvin L, Sternberg RJ. Should you show me the money? Concrete objects both hurt and help performance on mathematics problems Learning and Instruction. 19: 171-184. DOI: 10.1016/j.learninstruc.2008.03.005  1
2008 McNeil NM. Limitations to teaching children 2 + 2 = 4: typical arithmetic problems can hinder learning of mathematical equivalence. Child Development. 79: 1524-37. PMID 18826540 DOI: 10.1111/j.1467-8624.2008.01203.x  1
2007 McNeil NM. U-shaped development in math: 7-year-olds outperform 9-year-olds on equivalence problems. Developmental Psychology. 43: 687-95. PMID 17484580 DOI: 10.1037/0012-1649.43.3.687  1
2007 McNeil NM, Jarvin L. When theories don't add up: Disentangling the manipulatives debate Theory Into Practice. 46: 309-316. DOI: 10.1080/00405840701593899  1
2006 McNeil NM, Grandau L, Knuth EJ, Alibali MW, Stephens AC, Hattikudur S, Krill DE. Middle-school students' understanding of the equal sign: The books they read can't help Cognition and Instruction. 24: 367-385. DOI: 10.1207/s1532690xci2403_3  1
2006 Knuth EJ, Stephens AC, McNeil NM, Alibali MW. Does understanding the equal sign matter? Evidence from solving equations Journal For Research in Mathematics Education. 37: 297-312.  1
2005 McNeil NM, Alibali MW. Why won't you change your mind? Knowledge of operational patterns hinders learning and performance on equations. Child Development. 76: 883-99. PMID 16026503 DOI: 10.1111/j.1467-8624.2005.00884.x  1
2005 McNeil NM, Alibali MW. Knowledge change as a function of mathematics experience: All contexts are not created equal Journal of Cognition and Development. 6: 285-306. DOI: 10.1207/s15327647jcd0602_6  1
2005 Knuth EJ, Alibali MW, McNeil NM, Weinberg A, Stephens AC. Middle School Students' Understanding of Core Algebraic Concepts: Equivalence & Variable Zdm - International Journal On Mathematics Education. 37: 68-76.  1
2004 McNeil NM, Alibali MW. You'll see what you mean: Students encode equations based on their knowledge of arithmetic Cognitive Science. 28: 451-466. DOI: 10.1016/j.cogsci.2003.11.002  1
2001 Evans JL, Alibali MW, McNeil NM. Divergence of verbal expression and embodied knowledge: Evidence from speech and gesture in children with specific language impairment Language and Cognitive Processes. 16: 309-331. DOI: 10.1080/01690960042000049  1
2000 McNeil NM, Alibali MW. Learning mathematics from procedural instruction: Externally imposed goals influence what is learned Journal of Educational Psychology. 92: 734-744.  1
2000 McNeil NM, Alibali MW, Evans JL. The role of gesture in children's comprehension of spoken language: Now they need it, now they don't Journal of Nonverbal Behavior. 24: 131-149.  1
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